Volume 8, Issue 10, October – 2023 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
Performance, Conceptual Understanding, and
Self-Efficacy of Students via Contextualized
Self-learning Modules in Junior
High School, Philippines
Chazzel Feel C. Salvane1
Department of Education
SDO of Valencia City–Cambangon Integrated School,
Sitio Cambangon, Lilingayon, Valencia City, 8709,
Bukidnon, Philippines
Abstract:- This study examined students' performance,
conceptual understanding, and self-efficacy via
contextualized self-learning modules in the Junior High
School of Cambangon Integrated School, Lilingayon,
Valencia City. Specifically, it aimed to: 1) assess the level
of student's performance via contextualized self-learning
module (CSLM) and non-contextualized self-learning
module (non-CSLM), 2) identify the level of students'
conceptual understanding in science via CSLM and non-
CSLM in the pre-test and post-test, 3) determine the level
of students' self-efficacy via CSLM and non-CSLM in
terms of: a) conceptual understanding, b) higher-order
thinking skill, c) practical work, d) everyday application,
and e) science communication, 4) compare if there is a
significant difference in students' performance via
CSLM and to non-CSLM, 5) ascertain if there is a
significant difference in the students' conceptual
understanding in science via CSLM and to non-CSLM in
the pre-test and post-test, and 6) find out if there is a
significant difference in the students' self-efficacy via
CSLM and to non-CSLM in terms of: a) conceptual
understanding, b) higher-order thinking skill, c) practical
work, d) everyday application, and e) science
communication. The study used a quasi-experimental
research design utilizing two (2) intact sections of Grade-
9 students. The results of the study revealed that the level
of students' performance, conceptual understanding, and
self-efficacy under CSLM had a higher increase in mean
scores compared to the mean scores of students under
non-CSLM. Furthermore, the study also found a
significant difference in the performance, conceptual
understanding, and self-efficacy of students who utilized
CSLM and non-CSLM. This study suggests
contextualizing and localizing self-learning modules since
these respond effectively to learners' changing needs and
conditions in this new normal, which can further
contribute to their holistic development.
Keywords:- Contextualized Self-Learning Module; Students’
Performance; Self-Efficacy; Conceptual Understanding.
IJISRT23OCT581 www.ijisrt.com
Maris Jade Q. Orongan2
College of Education
Central Mindanao University, University Town, Musuan,
Maramag, 8714, Bukidnon, Philippines
I. INTRODUCTION
Science education is crucial in shaping individuals into
informed citizens capable of contributing to modern societies
(Walag, 2019). Recent results from the Programme for
International Student Assessment (PISA) 2018 have raised
concerns about science education in the Philippines. The
country scored second-lowest in math and science, with an
average score of 357 points in scientific literacy, placing it in
the low-performing category (PISA 2018 National Report of
the Philippines, 2019).
In the Division of Valencia City, Cambangon Integrated
School is considered the lowest-performing Integrated
School in science subjects within District Eight. This is
evident in its science Mean Percentage Score (MPS) of 65.04
for the academic year 2019-2020. The COVID-19 pandemic
has brought unprecedented educational challenges,
prompting the implementation of various learning delivery
modalities nationwide. DepEd Order No. 012, s.2020,
highlights the importance of distance learning and self-
learning modules, especially in low-risk and remote areas.
Dangle and Sumaoang (2020) identified critical challenges in
this new normal, including limited school funding for module
production and delivery, students' difficulties with self-
studying, and parents' lack of guidance for their children's
academic pursuits. Additionally, Walag (2019) emphasizes
the significant influence of students' self-efficacy on their
academic performance.
In this context, Cambangon Integrated School, situated
in a remote area, serves predominantly low-income Junior
High School students who lack access to the internet and
essential tools like computers, smartphones, and televisions.
As a result, online learning is not feasible. The school has
adopted Modular Distance Learning as the primary mode of
education for the academic year, posing challenges for
teachers and students. Parents have noted that their children
face difficulties with self-study due to low self-efficacy and
unfamiliarity with certain module content.
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This study introduced contextualized self-learning
modules to address these educational concerns as an
intervention. These modules aimed to enhance student
performance, conceptual understanding, and self-efficacy of
Grade-9 students. The modules follow an ADIDAS approach,
which includes different stages: Activity, Discussion, Input,
Deepen, Application, and Synthesis. Thus, this research
investigated students' performance, conceptual
understanding, and self-efficacy via contextualized self-
learning modules in Junior High School at Cambangon
Integrated School, Lilingayon, Valencia City.
II. METHODOLOGY
The study employed a quasi-experimental research
design to assess student performance, conceptual
understanding, and self-efficacy in science. The respondents
of the study consisted of two (2) heterogeneous Grade 9
sections, officially enrolled during the 2020-2021 school year
at Cambangon Integrated School, Valencia City, Bukidnon.
One section was assigned to utilize contextualized self-
learning modules (the experimental group), while the other
section used non-contextualized self-learning modules (the
control group). This study involved two intact classes, with
thirty-two (32) participants in the experimental group and
twenty-nine (29) participants in the control group. Data
collection employed four (4) instruments: contextualized
self-learning modules, subject to content validity assessment;
student performance through portfolio assessment; a
standardized test on conceptual understanding in science
from DepEd; and a survey questionnaire adapted from the
student science learning self-efficacy (SLSE) of Lin and Tsai
(2012).
Before commencing the study, the researcher submitted
a formal request in writing to the Schools Division
Superintendent (SDS) of Valencia City and the School Head
of Cambangon Integrated School, Lilingayon, Valencia City.
Upon receiving permission, the researcher conducted an
orientation for both the control and experimental groups, with
parental involvement in informing the students about using
contextualized and non-contextualized self-learning modules.
Parental orientation was divided into two sessions: the
experimental group's parents were oriented in the morning,
while the control group's parents were oriented in the
afternoon. During the orientation sessions, the researcher
explained the study's purpose and distributed consent letters,
requesting permission for their child's participation. The
schedules for administering the pre-test, distributing, and
collecting the modules were also discussed.
ISSN No:-2456-2165
comprehension of scientific concepts. Moreover, the survey
questionnaire concerning student self-efficacy was
administered after implementing both CSLM and non-
CSLM. After completing the post-test in both groups, student
portfolios were collected and assessed using a portfolio
grading rubric.
This study employed descriptive statistics, including
means, frequency values, percentages, and standard
deviation, to characterize student self-efficacy in science.
Analysis of Covariance (ANCOVA) was utilized to
determine any significant relationships between student
performance, conceptual understanding, and self-efficacy
among junior high school students. A t-test for paired
samples was conducted to analyze data derived from the pre-
test and post-test results. Furthermore, a one-sample t-test
was employed to evaluate the outcomes of learners based on
their portfolio scores and self-efficacy scores in both groups.
III. RESULTS
 Students Performance
As shown in Table 1, students who utilized CSLM had
the following performance: four (4) or 12.5% had a fairly
satisfactory performance, seven (7) or 21.9% got satisfactory,
six (6), or 18.8%, very satisfactory performance and fifteen
(15) or 46.8% of them had reached an outstanding
performance. While the students under the non-CSLM group
had the following performances: eleven (11) or 37.7% of the
students did not meet the expectations; four (4) or 13.8% had
a fairly satisfactory performance, three (3) or 10.3% had a
satisfactory performance, six (6) or 20.7% had a very
satisfactory performance and only five (5) or 17.2% had an
outstanding performance. The result implies that most of the
students under CSLM could showcase their creativity sense
of responsibility and demonstrate their understanding of the
lessons.

To assess student conceptual understanding of science

using the CSLM and non-CSLM, a standardized test covering
third-quarter Grade 9 science topics was administered as a
pre-test and a post-test to the experimental and control
groups. The pre-test was administered before exposure to the
respective learning approaches to determine the students'
prior knowledge of the subjects. Subsequently, the
experimental group used the CSLM, while the control group
utilized the non-CSLM. At the end of the quarter, a post-test
was administered to both groups to evaluate their

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Volume 8, Issue 10, October – 2023 International Journal of Innovative Science and Research Technology
The data indicates that 37.7% of students using non-
CSLM did not meet the Department of Education's standards.
Some learners in this group failed to meet portfolio
assessment criteria, including content, following instructions,
design and organization, creativity, effort, reflection, and
punctuality. This suggests that students using non-CSLM
showed less engagement and interest in learning and
understanding science concepts. This may be attributed to the
unfamiliarity of the content in the non-contextualized self-
learning modules. Additionally, some students reside in
remote areas without access to electricity, gadgets like
smartphones and TVs, and poor internet connectivity, putting
them at a disadvantage. In addition, the students who utilized
CSLM obtained a mean score of 87.66, indicating a very
satisfactory result. In contrast, the students who utilized non-
CSLM had a mean score of 75.69, indicating a fairly
satisfactory result. The results show that CSLM users
obtained a higher mean score in academic performance via
portfolio assessment than the non-CSLM users. It implies
further that the learners under CSLM exerted more effort,
demonstrated an understanding of scientific knowledge,
fulfilled the required conditions, and successfully presented
their best outputs, as reflected in the data shown in Table 1.
 Students’ Conceptual Understanding
Table 2 depicts the level of students' conceptual
understanding in the pre-test and post-test, indicating
frequency, qualitative interpretation, and percentage scores of
the students under the contextualized self-learning module
(CSLM) and non-contextualized self-learning module (non-
CSLM).
The level of conceptual understanding was measured
through the scores as results of the standardized Grade-9
science test adopted from the DepEd K-12 curriculum. As
shown in the table above, 32 or 100% of the students under
CSLM and 29 or 100% under non-CSLM obtained a very
low rating in conceptual understanding. At this level,
students struggled with their understanding, prerequisite, and
fundamental knowledge. The skills had not been acquired or
developed adequately to aid understanding. Moreover, the
group of students under CSLM had an overall pre-test mean
score of 17.47, while non-CSLM had an overall pre-test
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ISSN No:-2456-2165
mean score of 19.24. Both groups had fairly satisfactory
results, inferring that learners still need enhancement. On
the other hand, the overall pre-test mean score of students
under CSLM was 17.47, with an MPS value of 36.39%,
revealing the descriptive equivalent of average mastery
learning.
On the other hand, the overall post-test mean score of
students under non-CSLM was 19.24, with an MPS value of
40.09%, which also explained to have a descriptive
equivalent of average mastery learning. The Mean
Percentage Score (MPS) interpretation was based on the
DepEd standard in categorizing performing schools as cited
in DepEd Memorandum, No. 160, s. 2012 (see appendix, N).
The MPS result of the pre-test was lower than the last school
year's MPS result, which was 65.04. The findings of the
study are parallel to the low National Achievement Test
(NAT) and PISA results in 2018. The pre-test result implies
that both groups had a weak background in some scientific
concepts about Earth Science. These findings are supported
by the study of Al Mutawah et al. (2019), which confirms
that students' conceptual understanding level was high,
mostly for students with solid backgrounds in mathematics
and science. In addition, the result of the study is similar to
the previous results of the local studies on the level of
students in pre-test exams in a contextualized learning
environment (Baiño, 2016; Cainoy, 2020; and Ederango,
2019)
 Students Self-Efficacy towards Science Learning
 Conceptual Understanding
Table 3 presents the level of student’s self-efficacy
towards learning science in terms of conceptual
understanding under the contextualized self-learning module
(CSLM) and non-contextualized self-learning module (non-
CSLM).
The table above shows that among the four statements,
"I can choose an appropriate formula to solve a science
problem" (4.06) was the highest, while "I can link the
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contents among different science subjects and establish the
relationships between them" (3.75) was the lowest in the
group of students who utilized CSLM. The study suggests
that incorporating localized resources and contextualizing
module content could positively increase students' self-
efficacy in choosing an appropriate formula or method for
solving a science problem. However, the difficulty in linking
and correlating the contents among the different areas of
science was determined.
On the other hand, students in the non-CSLM group
showed that among the four statements, "I can choose an
appropriate formula to solve a science problem" (3.21) was
the highest, and "I can link the contents among different
science subjects and establish the relationships between
them" (2.79) came the lowest. Moreover, students who
utilized the CSLM had an overall mean score of 3.87,
indicating a high self-efficacy result. In contrast, the students
who utilized non-CSLM had an overall mean score of 3.04,
indicating moderate self-efficacy.
 Higher-Order Thinking Skill
Table 4 presents the result of students' science learning
self-efficacy towards higher-order thinking skills under the
contextualized self-learning module (CSLM) and non-
contextualized self-learning module (non-CSLM).
The data shows that students who utilized CSLM had
the highest mean in the statement, “when I come across a
science problem, I will actively think over it first and devise
a strategy to solve it” (4.41) and lowest in “when I am
exploring a scientific phenomenon, I am able to observe its
changing process and think of possible reasons behind”
(3.69). On the other hand, students who utilized the non-
CSLM showed that among the six (6) statements, “When I
come across a science problem, I will actively think it over
IJISRT23OCT581 www.ijisrt.com
International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
first and devise a strategy to solve it” (3.45) was the highest
indicating high self-efficacy, and “I am able to design
scientific experiments to verify my hypotheses” (3.03) was
the lowest indicating moderate self-efficacy. Moreover, the
data also illustrates that students under CSLM had an overall
mean score of 4.05, indicating a high self-efficacy result. In
contrast, the students who utilized non-CSLM had an overall
mean score of 3.29, indicating moderate self-efficacy.
 Practical Work
Table 5 presents the results of students' science learning
self-efficacy towards practical work under the contextualized
self-learning module (CSLM) and non-contextualized self-
learning module (non-CSLM).
The data showed that students who utilized CSLM had
the highest mean in the statement, “ I know how to carry out
experimental procedures," had the highest mean (4.44),
while "I know how to use equipment in the science
laboratory" had the lowest (4.12). On the other hand, students
who utilized the non-CSLM showed that among the four (4)
statements, the statement "I know how to set up equipment
for laboratory experiments" (3.07) had the highest, and "I
know how to carry out experimental procedures in the
science laboratory" (2.66) had the lowest mean. On the other
hand, students under CSLM had an overall mean score of
4.28, indicating a high self-efficacy result, while those under
non-CSLM had an overall mean score of 2.87, indicating a
moderate self-efficacy result. Similarly, mean scores of
students under non-CSLM imply that they knew how to set
up equipment, although they lacked self-efficacy in
conducting experiments that their uncertainty might cause.
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 Everyday Application  Science Communication
Table 6 illustrates the result of science learning self- Table 7 presents the result of science learning self-
efficacy in terms of everyday application under the efficacy in terms of science communication under the
contextualized self-learning module (CSLM) and non- contextualized self-learning module (CSLM) and non-
contextualized self-learning module (non-CSLM). contextualized self-learning module (non-CSLM).

As shown in the table, students who utilized the CSLM

showed high self-efficacy in six (6) statements which among
the statements, "I am able to comment on presentations made
by my classmates in science class" (4.31), and in science
class, I can clearly express my own opinions" (4.13) had the
highest mean scores. In contrast, the statement “I am able to
use what I have learned in science classes to discuss with
others” (3.91) had the lowest mean. On the other hand,
students under non-CSLM showed that among the six (6)
statements, the statements "I am able to comment on
presentations made by my classmates in science class" (3.69),
The data showed that among eight (8) statements, the
"I am able to use what I have learned in science classes to
students who utilized the CSLM had the highest mean rating
discuss with others" (3.55), and "In science classes, I can
for the statement “I am able to apply what I have learned in
express my own ideas properly" (3.45) had the highest mean
school science to daily life” (4.41) and lowest for “I am able
scores indicating high self-efficacy while the statement "I
to explain everyday life using scientific theories” (3.87). On
feel comfortable discussing science content with my
the other hand, for students who utilized the non-CSLM, the
classmates" (3.45), "In science classes, I can express my
statement, "I can understand the news/documentaries I watch
ideas properly" (3.45) and "I am able to clearly explain what
on television related to science" (3.66), had the highest mean
I have learned to others" (3.28) had the lowest indicating
scores, indicating high self-efficacy. At the same time, "I am
moderate self-efficacy. The data also illustrated that the
able to use scientific methods to solve problems in everyday
students who utilized CSLM had an overall mean score of
life" (3.14) had the lowest, indicating moderate self-efficacy.
4.03, indicating high self-efficacy, while those who utilized
Moreover, the students under CSLM had an overall mean
non-CSLM had an overall mean score of 3.27, indicating
score of 4.08 indicating a high self-efficacy result, while the
moderate self-efficacy. The overall mean score of students
students who utilized non-CSLM had an overall mean score
revealed that students under CSLM developed a higher level
of 3.43, indicating a moderate self-efficacy. The overall mean
of self-efficacy towards science communication compared to
score of both groups implies that the students under CSLM
the control group
developed higher self-efficacy in applying science concepts
and related skills to daily life events than the non-CSLM
group.

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Volume 8, Issue 10, October – 2023 International Journal of Innovative Science and Research Technology
 Comparison of Students' Performance via CSLM and the
non-CSLM Using Portfolio Assessment
Table 9 shows the difference in students’ performance
via portfolio in science learning under CSLM and non-
CSLM. Students under the CSLM obtained a mean score of
87.66, higher than those under the non-CSLM, which was
75.69. Upon comparison, the t-value obtained was 4.504 with
a probability value 0.000, indicating significance at the 0.05
level. These results conclude that the study rejects the null
hypothesis that "there is no significant difference in the
student’s portfolio in science via contextualized self-learning
module and non-contextualized self-learning module."
The result of the study shows that a contextualized
module enhances and improves students learning output or
performance. Moreover, with the contextualized content of a
module, the learners could perform confidently in their
science experiments and activities; thus, they improved their
learning output. Furthermore, the study's findings revealed
that students' science performance was enhanced along with
the learners' self-efficacy and conceptual understanding using
a contextualized module. Thus, it proves that quality learning
is still possible and attainable despite the pandemic.
 Analysis of Covariance (ANCOVA) on Student’s
Conceptual Understanding
Table 10 presents the analysis of covariance on students'
conceptual understanding under CSLM and non-CSLM. The
pre-test was used as a covariate to equate dissimilar
prognostic variables, which may affect the analysis
statistically. Students under CSLM obtained a mean score of
63.09, while those under non-CSLM obtained a mean score
of 57.61. The computed F-value between groups was 33.131
at a p-value of 0.000, indicating a highly significant
difference.
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ISSN No:-2456-2165
This implies that the students under CSLM obtained
higher conceptual understanding than those students under
non-CSLM. Thus, the null hypothesis that there is no
significant difference in the students' conceptual
understanding of science via contextualized self-learning and
non-contextualized self-learning modules is rejected.
 Difference in Students Self-Efficacy in Science Learning
Table 11 illustrates the difference in student's self-
efficacy in science learning under CSLM and non-CSLM.
Students under CSLM obtained an overall mean score of
4.06, higher than those under non-CSLM, which was 3.27.
Upon comparison, the t-value obtained was 10.266 with a
probability value of 0.000, indicating significance at the 0.05
level. Thus, the null hypothesis that there is no significant
difference in the level of students' self-efficacy via
contextualized self-learning modules and non-contextualized
self-learning modules is rejected. Based on the results, all the
self-efficacy dimensions, namely conceptual understanding,
higher-order thinking skills, practical work, everyday
application, and science communication, were significant
within the 95% confidence interval. Indeed, students under
CSLM have higher self-efficacy than those students under
non-CSLM.
IV. DISCUSSION
Results revealed that, in the CSLM group, four (4) of
the students had a fairly satisfactory performance, seven (7)
of the students had a satisfactory performance, six (6) of the
students had a very satisfactory performance and fifteen (15)
of the students had reached an outstanding performance.
While students under the non-CSLM group had the following
performance: eleven (11) of the students did not meet
expectations, four (4) had fairly satisfactory performance,
three (3) had satisfactory performance, six (6) had a very
satisfactory performance, and only five (5) had an
outstanding performance. Moreover, the pretest-posttest
mean percentage scores obtained by students under CSLM
were 36.39% (average mastery learning) and 63.09%
(average mastery learning), respectively. On the other hand,
the pretest-posttest mean percentage scores obtained by
students under SLM were 40.09% (average mastery learning)
and 57.61% (average mastery learning), respectively. The
result showed an increase in students' MPS for both groups.
However, students' MPS under CSLM was higher than the
other group. On the other hand, the self-efficacy of students
under CSLM and non-CSLM in terms of "conceptual
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understanding" were (3.87) and (3.04), "higher-order
thinking skill" were (4.05) and (3.29), "practical Work" were
(4.29) and (2.87), "everyday application" was (4.08) and
(3.46), and "science communication" were (4.03) and (3.48),
respectively. Students under CSLM had an overall mean
score of 4.06, indicating high self-efficacy, while non-CSLM
had an overall mean score of 3.27, indicating moderate self-
efficacy. The result of the study indicated that students under
CSLM developed a higher level of self-efficacy than the non-
CSLM group.
Students' academic performance via portfolio
assessment under CSLM obtained a mean score of 87.66,
higher than that of students under non-CSLM which was
75.69. Upon comparison, the t-value obtained is 4.504 with a
probability value 0.000, indicating significance at the 0.05
level. The result of the study showed that a contextualized
module enhanced and improved students’ learning output or
performance.
Analysis of Covariance on students' conceptual
understanding between groups indicated a highly significant
difference with a computed F-value of 33.131 at a p-value of
0.000. More importantly, students' self-efficacy under
CSLM obtained an overall mean score of 4.06, higher than
those under non-CSLM, which was 3.27. Upon comparison,
the t-value obtained was 10.266 with a probability value
0.000, indicating significance at the 0.05 level. Self-efficacy
dimensions significantly differed between groups, namely
conceptual understanding, higher-order thinking skills,
practical work, everyday application, and science
communication.
V. CONCLUSIONS
The study's findings revealed that the students in
portfolio assessment under contextualized self-learning
modules (CSLM) accomplish and perform better in portfolio
assessment than the other group of students. This study infers
that in learning when activities, pictures, and materials used
in science lessons and experiments are localized and
contextualized, it promotes better performance and output
from the learners. Furthermore, the results of the study
indicated that through contextualized self-learning modules,
students apply their knowledge and skills as they interpret
and solve problems in real-life situations and scenarios, thus,
they can develop a greater understanding of the context and
nature of science.
Students under CSLM developed a higher level of self-
efficacy in science than those under non-CSLM. With a
series of localized and contextualized activities offered by the
self-learning module, the learners under CSLM are able to
develop high self-efficacy. Also, there is a significant
difference in students' performance via CSLM and non-
CSLM. This study infers that a contextualized module can
enhance and improve students' output or performance. Lastly,
students' conceptual understanding shows a highly significant
difference after the respective groups utilized their modules.
The study attests that with contextualized and localized
content in activities, pictures, and materials, the students can
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ISSN No:-2456-2165
better understand science concepts. Finally, the students' self-
efficacy significantly differed after utilizing CSLM and non-
CSLM. This concludes that a significant difference exists in
students' conceptual understanding, higher-order thinking
skills, practical work, everyday application, and science
communication.
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